Attention Deficit

There can be many causes and contributing factors to issues with attention. Chemical imbalances, processing deficits, communication challenges, spectrum issues and anxiety can all impede a person’s ability to remain attentive. In addition, developmental history (e.g., premature birth, NICU, chronic ear infections) can have a significant impact on attention and processing. One of the best ways to improve attention regardless of the cause is to make sure an individual’s processing is functioning optimally. For example, if a child is displaying distractibility at school, it may be a result of an attention deficit or it may instead be primarily due to an auditory or sensory processing issue or learning disability. If the child is struggling with attention and also has a processing deficit, he or she is even more likely to display inappropriate behaviors including impulsivity, inattention or distractibility. Key to Me Therapy uses three powerful technology-based interventions to improve processing through a process called Neuroplasticity--the brain’s ability to change in response to input. These changes enable the brain to process information more quickly and accurately in response to neurological stimulation, which will, in turn, improve sustained attention and reduce distractibility and impulsivity.  


The following difficulties can be related to processing deficits that may negatively impact a person’s ability to pay attention:


Developmental History

  • Delayed motor development

  • Delayed speech and language development

  • Stressful or traumatic prenatal or birth events

  • Traumatic events in early childhood

  • Premature Birth

  • Extensive medical interventions in early childhood (e.g., surgery, NICU, etc)

  • Adoption

  • Early separation for mother

  • Recurring ear infections, illness or asthma

  • Concussion or head injury


Behavioral and Social Adjustment

  • Low tolerance for frustration

  • Poor self-image or low self-confidence

  • Difficulty in making and keeping friends

  • Withdraws from or avoids social interactions

  • Tendency towards irritability

  • Inordinately tired at the end of the school day/meltdowns at the end of the school day

  • Low motivation, minimal interest in school, little desire to participate

  • Tense and anxious

  • Difficulty setting goals and priorities

  • Difficulty in beginning and completing projects

  • Difficulty with time concepts and punctuality

  • Difficulty making judgments and generalizing to new situations

  • Hesitant to accept responsibility

  • Difficulty completing assignments

  • Lack of tactfulness

  • Tendency to act immaturely

  • Does not tolerate stress well


Level of Energy/Energy Regulation

  • Difficulty getting up

  • Excessive tiredness at the end of the day

  • Habit of procrastinating

  • Difficulty doing homework at end of school day

  • Hyperactivity

  • Difficulty falling asleep/winding down at bedtime

  • Tendency toward depression

  • Feels overburdened with everyday tasks

 

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